DIGITAL FIRST To Develop Competences Catalogue for Informatics Teachers: The Case of Digital Competence Development of Teachers (DCDT) Initiative in Portugal

One of the main objectives of the DIGITAL FIRST project is to define a competences catalogue for informatics teachers. By establishing clear guidelines and standards, educators will be better prepared to deliver high-quality informatics education to their students. Our project will build its work upon the already existing knowledge and experiences in the consortium, and one of the examples of this know-how is the Portuguese initiative of Digital Competence Development of Teachers.

The Digital Competence Development of Teachers (DCDT) is a central initiative in the context of the digital transition in Portuguese schools, aiming to elevate the level of digital competence of primary and secondary education teachers. This article addresses the main actions, strategies, and effects of the DCDT, based on studies conducted by the Directorate-General for Education (DGE) and the University of Aveiro (UA).

 

Initial Diagnosis

In 2020, the Directorate-General for Education (DGE) commissioned the University of Aveiro (UA) to conduct a diagnostic study on the level of digital competences of teachers. This study used the European Framework for the Digital Competence of Educators (DigCompEdu) and the self-reflection tool Check-In (SELFIE for Teachers). In 2021, 99,760 teachers completed the Check-In. The results revealed that:

– 26% of teachers were at the basic level (A1 + A2),

– 65% at the intermediate level (B1 + B2),

– 9% at the advanced level (C1 + C2).

The overall average score was 43.72 points out of 88 possible, placing them at the B1 Integrator level, considered low given the requirements for the critical use of digital technologies (Lucas & Bem-Haja, 2024). These results indicated an urgent need for capacity-building interventions to raise teachers’ digital competences to higher levels, suitable for contemporary teaching and learning demands.

 

Training of Trainers

The training of trainers was a fundamental pillar in the DCDT strategy. Between October 2020 and November 2021, the DGE promoted three editions of the Training of Trainers Course (TTC), with a total duration of 35 hours, organized into six modules developed with experts in the field. The TTC aimed to:

– Understand educational policies related to the digital transition,

– Empower for the adoption of active methodologies,

– Reflect on strategies for in-person and distance training,

– Outline innovative strategies in the areas of DigCompEdu,

– Promote knowledge-sharing communities (Lucas & Bem-Haja, 2024).

This training was crucial to ensure that trainers were well-equipped to effectively transfer digital knowledge and skills to their peers, creating a support network and knowledge exchange within the educational system.

Training Workshops

The training workshops were organized into three levels (A1+A2, B1+B2, C1+C2), according to the initial diagnosis. Between 2020 and 2023, 7,549 Digital Competence Development actions were certified, totalling 109,496 participants from teachers who completed these actions.

Distribution of teachers who completed training actions:

– 72,863 teachers completed workshops at N1 and/or N2 and/or N3 levels, as well as other DCDT actions,

– 57,149 teachers completed workshops at N1 and/or N2 and/or N3 levels,

– 28,485 teachers completed other DCDT actions (Lucas & Bem-Haja, 2024).

The training actions were provided by the School Association Training Centers (CFAE) spread across mainland Portugal. These workshops played a central role in disseminating digital competences among teachers, ensuring that the gaps identified in the initial diagnosis were systematically and comprehensively addressed (Lucas & Bem-Haja, 2024).

 

Training Effect

The evaluation study conducted by UA analysed the effect of the training on teachers’ digital competence. The results showed that:

– There was no significant difference in the increase in digital competence between teachers who only completed DCDT training and those who also undertook other external training (Lucas & Bem-Haja, 2024).

– The increase in the overall digital competence score depended on the number of workshops attended. Teachers who participated in three workshops recorded a greater increase (11.27 points) compared to those who attended two (10.1 points) or one workshop (5.305 points). This linear “dose” effect of workshops, although significant, should be interpreted with caution due to the representativeness of the sample (Lucas & Bem-Haja, 2024).

These results highlight the importance of continuous and repeated training for the consolidation and improvement of digital competences, demonstrating that the quantity of training has a direct impact on the effectiveness of teachers’ capacity building.

 

Benefits and Challenges of DCDT

The DCDT brought numerous benefits, such as increased teacher confidence in using digital tools and improved pedagogical practices through the integration of digital technologies. Teachers reported feeling more competent and prepared to use digital tools in their teaching, leading to more engaging and effective learning experiences for students. The integration of digital technologies has also facilitated more personalized learning, allowing teachers to better cater to individual student needs.

However, the DCDT also faced significant challenges. The heterogeneity of teachers’ initial digital competences required highly differentiated training approaches, and the initial resistance of some teachers to adopting new technologies was an obstacle to be overcome. Additionally, there were infrastructural challenges, such as varying levels of access to reliable internet and digital devices across different regions, which impacted the uniformity of training implementation.

Digital Transition Strategy

The Digital Transition Action Plan in Education, adopted in 2020, provided a comprehensive framework to support digital integration across Portuguese schools. This plan emphasized three main areas: capacity building, school strategy, and digital learning resources (Wastiau, Looney, & Laanpere, 2024). The capacity-building component aligned with the DCDT initiative, ensuring that teachers received continuous professional development to improve their digital competences.

One key aspect of the plan was the “pedagogy first” approach, inspired by Michael Fullan’s work on technology in education, which views digital tools as catalysts for pedagogical innovation rather than ends in themselves (Fullan, 2013 in Wastiau, Looney, & Laanpere, 2024). This approach has been integral to the DCDT, ensuring that digital training focuses on enhancing teaching practices and student learning outcomes.

 

Future Strategies

To ensure the sustainability and continued effectiveness of DCDT, it is essential to implement long-term strategies. These include the ongoing training of trainers, the development of advanced digital educational resources, and the strengthening of technological infrastructures in schools. Furthermore, it is crucial to create mechanisms for continuous support and professional development for teachers to keep pace with rapidly evolving digital technologies.

One effective approach could be the establishment of dedicated digital learning communities within schools. These communities can serve as platforms for teachers to share best practices, collaborate on innovative teaching methods, and provide peer support. The promotion of such communities of practice among teachers can foster a culture of collaborative learning and continuous innovation, essential for the long-term success of the DCDT initiative (Wastiau, Looney, & Laanpere, 2024).

Moreover, future strategies should focus on integrating digital competence development into the core teacher training curriculum, ensuring that new teachers enter the profession with a strong foundation in digital skills. This integration can be complemented by regular updates and refresher courses to keep teachers abreast of the latest technological advancements and pedagogical approaches.

 

Policy Recommendations

To further enhance the impact of the DCDT, policy recommendations include:

– Enhanced Funding: Continued investment in digital infrastructure and resources to support comprehensive digital competence development.

– Monitoring and Evaluation: Regular assessment of the training programs to ensure they meet the evolving needs of teachers and align with educational goals.

– Stakeholder Engagement: Active involvement of all stakeholders, including teachers, school leaders, policymakers, and the community, to create a supportive ecosystem for digital transformation in education.

– Incentives for Adoption: Providing incentives for teachers who actively engage in digital competence development and demonstrate innovative use of digital technologies in their teaching (Wastiau, Looney, & Laanpere, 2024).

 

Conclusion

The Digital Competence Development of Teachers in Portugal has proven to be an effective strategic intervention to elevate teachers’ digital competence levels. The training of trainers, the workshops organized at different levels, and the continuous evaluation of their effects are essential components of this project, contributing to an education system more adapted to the demands of the digital era. As education continues to evolve in the digital context, initiatives like DCDT are crucial for preparing teachers for future challenges and opportunities.

 

References

Lucas, M., & Bem-Haja, P. (2024). Estudo de avaliação do efeito do “Projeto de Capacitação dos Docentes em Competências Digitais”. Aveiro: Ministério da Educação – Direção-Geral da Educação.

Wastiau, P., Looney, J., & Laanpere, M. (2024). Portugal’s digital transition strategy for education. System change case studies series. Brussels: European Schoolnet.

Related Posts